LS3 (9-11) – 8
Students demonstrate an understanding of Natural Selection/Evolution by…
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
Context of Lesson: To this point, students have explored the history, patterns and mechanisms of evolution which are observations that support the theory of evolution. Now, it is time to introduce the evidence behind evolution. In today’s lab, students will learn about five pieces of evidence: embryology, adaptations, fossil records, comparative anatomy and biochemistry by following using interactive power point slides, a short video clip, group discussions, and a hands-on activity.
As a follow up assignment for homework, students will be expected to find an article about any form of evidence for evolution, analyze it, and write a one-two paragraph responses discussing how the evidence supports evolution and what additional areas of research can be performed based on these findings.
Opportunities to Learn:
Depth of Knowledge:
· Webbs Level 2: Compare/contrast embryos as well as homologous and analogous structures · Webbs Level 3: Investigate different pieces of evidence and use phenomena to explain evolution as a theory · Webbs Level 4: Analyze the scientific evidence for evolution using media sources
Prerequisite Knowledge:
· The definition and mechanisms of evolution · An understanding of the history of earth include background on fossils (discussed in previous unit) · An understanding of basic genetics · Conceptual understanding how to read amino acid sequences and DNA sequences · Understanding of basic anatomy
Plans for Differentiating Instruction:
· Students will work in teams of two to complete the labs · This activity could be broken up into two 45 minute segments if necessary · I will circulate the room to provide assistance · The use of interactive lecture, mini-challenges, interpretation of movie clips and hands on activity will cater to a variety of learning needs
Accommodations and modifications: · IEPs for any attending student will be followed · Any student with vision or hearing impairments will have the opportunity to move to a table located at the front of the classroom · The use of graphic organizers will be employed to help promote organizational skills for all students · Verbal instructions can also be provided on a case-to-case basis for students who have reading and language disabilities · The actual lab activity will be completed in pairs allowing students who need assistance to be peer-tutored at any opportunity
Environmental factors: · Seating: six large tables are scattered around the classroom (4-5 students per table) · If classroom changes, this activity is conducive to a variety of seating arrangements · This lesson does not require the use of hazardous materials therefore eliminating any safety hazards
· Evidence for Evolution Hand-out · Fossil video clip · Homologous/Analogous structure envelopes · Wiki space for homework assignment
Objectives: At the end of the class period, students will be able to: · List and explain each four separate pieces of evidence that support the theory of evolution (artifact: lab handout) · Explain why embryology is used to support evolution · Define adaptation and provide an example of mimicry and camouflage adaptations · Differentiate between a homologous, analogous and vestigial structure · Describe how fossil records are used to support evolution · Predict evolutionary relationships based on structure and amino acid sequences
Instruction
Opening: (10 minutes)
Grabber
· Ask students: Are you ready for a challenge? · Post the Embryo Slide on the board · Give students instructions- 1. Grab your journals 2. Observe each embryo 3. Match the organism to the embryo using the appropriate letters. · When you are done: “Write an explanation of why you ordered the drawings the way you did. What are some similarities among the drawings and what are some of the differences? “What does embryology have to do with evolution?” · Take roll and collect home work · Tell students: “When you are done, put your journals away and take out your note books”
Share out: Ask students: “How did you think you did” “Why did you find it difficult” (They will say something regarding how similar the embryos are” · Ask students: “What do you think this similarity tells us about the evolution of various species?” · Wait for a few responds, prompt when necessary
Segue: · Use student responses as segue and going over agenda “Today, we are going to take a closer look your challenge and figure out how embryology is used as evidence for evolution but we are not going to stop there, the rest of the day you are going to explore 3 additional pieces of evidence that support the theory of evolution.
Engagement:
Part 1: Power point Slides on Embryology & Adaptations (15 Minutes) · Pass out the Evidence for evolution Lab Package · Show ppt 6-11 for this first activity · Post the Embryo Answer Slide on the board and ask “Who are our future embryologists” · Transition from Embryo to adaptations as the 2nd Form of Evidence for evolution · Use the interactive ppt slides to keep students engaged · Prompt students to take notes in their lab activity sheets as we move through the
Part 2: Fossil video Clip with Questions (15 Minutes) · Tell students to flip to the “Fossil Evidence” page of their lab (see lab activity hand out) · Tell students to read over the questions they will answer based on the video · Prepare video while students are looking through material · Before pushing play tell students “Listen to the answers for these questions and jot down as you watch” · When video ends- Have a 5 minute class discussion about the answers · Show ppt slide 17-18 to summarize Fossils as Evidence
Part 3: Structure Activity (15 Minutes):
· Pass out envelopes to each table (Envelope contains cut outs of homologous & analogous structures) · Ask students to look at each structure/organism and separate them based on how closely related they think each organism is to each other by observing their body plans. · Be vague and say you may come up with one group, 2 groups or 5 groups---it’s your call · Tell them to record their results on the lab activity hand out · After 5 minutes of letting them group the organisms-ask the first table to share how they grouped theirs and write on the board · Repeat for each table (5 total) · Show Power point slides 19-22
Part 4: Amino Acid Sequence Lab Activity (25 minutes)
· Show ppt slide 25-26 · Refer students to the lab activity · Model the activity briefly · Explain to students that I will use a timer to keep is on track so there is enough time left after the activity to discuss the assignment · “Should you need more time to complete the assignments, You can finish it for home work” · Tell Students to begin with the activity · I will circulate the classroom and offer assistance, answer questions or prompt students when necessary
Closing:(5 minutes) · When the buzzer goes off-Verbally go over homework assignment · “Guys, we only have a few minutes left and I want you to listen carefully” · Go over instructions for the homework assignment and ask if there are any questions (Post board)
Instructions: · Find a brief article about any form of evidence that supports evolution from either a reputable newspaper or a reputable website such as www.sciencenewsdaily.com, read it and write a 2 paragraph response stating how this form of evidence supports evolution as a scientific theory and what additional areas can be researched based on their findings. · This should be posted on the wiki page site. You will see the assignment, instructions and name to post it under. · Tell students that this is due the next class period. · Praise everyone for a great job and remind students that we only have 1 more class before the test
State Standards:
LS3 (9-11) – 8
Students demonstrate an understanding of Natural Selection/Evolution by…
8c recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
Context of Lesson: To this point, students have explored the history, patterns and mechanisms of evolution which are observations that support the theory of evolution. Now, it is time to introduce the evidence behind evolution. In today’s lab, students will learn about five pieces of evidence: embryology, adaptations, fossil records, comparative anatomy and biochemistry by following using interactive power point slides, a short video clip, group discussions, and a hands-on activity.
As a follow up assignment for homework, students will be expected to find an article about any form of evidence for evolution, analyze it, and write a one-two paragraph responses discussing how the evidence supports evolution and what additional areas of research can be performed based on these findings.
Opportunities to Learn:
Depth of Knowledge:
· Webbs Level 2: Compare/contrast embryos as well as homologous and analogous structures
· Webbs Level 3: Investigate different pieces of evidence and use phenomena to explain evolution as a theory
· Webbs Level 4: Analyze the scientific evidence for evolution using media sources
Prerequisite Knowledge:
· The definition and mechanisms of evolution
· An understanding of the history of earth include background on fossils (discussed in previous unit)
· An understanding of basic genetics
· Conceptual understanding how to read amino acid sequences and DNA sequences
· Understanding of basic anatomy
Plans for Differentiating Instruction:
· Students will work in teams of two to complete the labs
· This activity could be broken up into two 45 minute segments if necessary
· I will circulate the room to provide assistance
· The use of interactive lecture, mini-challenges, interpretation of movie clips and hands on activity will cater to a variety of learning needs
Accommodations and modifications:
· IEPs for any attending student will be followed
· Any student with vision or hearing impairments will have the opportunity to move to a table located at the front of the classroom
· The use of graphic organizers will be employed to help promote organizational skills for all students
· Verbal instructions can also be provided on a case-to-case basis for students who have reading and language disabilities
· The actual lab activity will be completed in pairs allowing students who need assistance to be peer-tutored at any opportunity
Environmental factors:
· Seating: six large tables are scattered around the classroom (4-5 students per table)
· If classroom changes, this activity is conducive to a variety of seating arrangements
· This lesson does not require the use of hazardous materials therefore eliminating any safety hazards
Materials:
· Smart board/markers
· Student journals
· Evidence of Evolution PowerPoint presentation
· Evidence for Evolution Hand-out
· Fossil video clip
· Homologous/Analogous structure envelopes
· Wiki space for homework assignment
Objectives: At the end of the class period, students will be able to:
· List and explain each four separate pieces of evidence that support the theory of evolution (artifact: lab handout)
· Explain why embryology is used to support evolution
· Define adaptation and provide an example of mimicry and camouflage adaptations
· Differentiate between a homologous, analogous and vestigial structure
· Describe how fossil records are used to support evolution
· Predict evolutionary relationships based on structure and amino acid sequences
Instruction
Opening: (10 minutes)
Grabber
· Ask students: Are you ready for a challenge?
· Post the Embryo Slide on the board
· Give students instructions- 1. Grab your journals 2. Observe each embryo 3. Match the organism to the embryo using the appropriate letters.
· When you are done: “Write an explanation of why you ordered the drawings the way you did. What are some similarities among the drawings and what are some of the differences? “What does embryology have to do with evolution?”
· Take roll and collect home work
· Tell students: “When you are done, put your journals away and take out your note books”
Share out:
Ask students: “How did you think you did” “Why did you find it difficult” (They will say something regarding how similar the embryos are”
· Ask students: “What do you think this similarity tells us about the evolution of various species?”
· Wait for a few responds, prompt when necessary
Segue:
· Use student responses as segue and going over agenda “Today, we are going to take a closer look your challenge and figure out how embryology is used as evidence for evolution but we are not going to stop there, the rest of the day you are going to explore 3 additional pieces of evidence that support the theory of evolution.
Engagement:
Part 1: Power point Slides on Embryology & Adaptations (15 Minutes)
· Pass out the Evidence for evolution Lab Package
· Show ppt 6-11 for this first activity
· Post the Embryo Answer Slide on the board and ask “Who are our future embryologists”
· Transition from Embryo to adaptations as the 2nd Form of Evidence for evolution
· Use the interactive ppt slides to keep students engaged
· Prompt students to take notes in their lab activity sheets as we move through the
Part 2: Fossil video Clip with Questions (15 Minutes)
· Tell students to flip to the “Fossil Evidence” page of their lab (see lab activity hand out)
· Tell students to read over the questions they will answer based on the video
· Prepare video while students are looking through material
· Before pushing play tell students “Listen to the answers for these questions and jot down as you watch”
· When video ends- Have a 5 minute class discussion about the answers
· Show ppt slide 17-18 to summarize Fossils as Evidence
Part 3: Structure Activity (15 Minutes):
· Pass out envelopes to each table (Envelope contains cut outs of homologous & analogous structures)
· Ask students to look at each structure/organism and separate them based on how closely related they think each organism is to each other by observing their body plans.
· Be vague and say you may come up with one group, 2 groups or 5 groups---it’s your call
· Tell them to record their results on the lab activity hand out
· After 5 minutes of letting them group the organisms-ask the first table to share how they grouped theirs and write on the board
· Repeat for each table (5 total)
· Show Power point slides 19-22
Part 4: Amino Acid Sequence Lab Activity (25 minutes)
· Show ppt slide 25-26
· Refer students to the lab activity
· Model the activity briefly
· Explain to students that I will use a timer to keep is on track so there is enough time left after the activity to discuss the assignment
· “Should you need more time to complete the assignments, You can finish it for home work”
· Tell Students to begin with the activity
· I will circulate the classroom and offer assistance, answer questions or prompt students when necessary
Closing: (5 minutes)
· When the buzzer goes off-Verbally go over homework assignment
· “Guys, we only have a few minutes left and I want you to listen carefully”
· Go over instructions for the homework assignment and ask if there are any questions (Post board)
Instructions:
· Find a brief article about any form of evidence that supports evolution from either a reputable newspaper or a reputable website such as www.sciencenewsdaily.com, read it and write a 2 paragraph response stating how this form of evidence supports evolution as a scientific theory and what additional areas can be researched based on their findings.
· This should be posted on the wiki page site. You will see the assignment, instructions and name to post it under.
· Tell students that this is due the next class period.
· Praise everyone for a great job and remind students that we only have 1 more class before the test
Assessment:
· Formative Assessment (journal entry)
· Lab Activity Package
· Editorial Assignment (Weight = 1 homework)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
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